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Form  L-9 


Los  Angeles  City  Public  Schools 


MANUAL  OF 

/ 

Cardboard   Construction 

FOR 

THIRD,  FOURTH  AND  FIFTH  GRADES 

(Third  Reoised  Edition) 


/5a  ::  j^ 


r 


»,'  By  ^ri.     ■     I' 


The  author  is  not  conscious  of  indebtedness  to  any  books  or 
authors  in  arranging  the  course  in  this  manual,  except  in  that 
a  man  may  be  impressed,  in  a  general  way,  by  what  he  reads. 
The  illustrations  and  drawings  are  just  as  good  as  he  can 
make  them.  The  work  is  not  a  modification  of  other  systems 
used  elsewhere. 

It  is  hereby  dedicated  to  the  children  and  teachers  of  the 
third  and  fourth  grades  of  Los  Angeles  City  Public  Schools. 

CHARLES  A.  KUNOU. 

Los  Angeles,  CaL,  March,  1902. 

Regarding  the  folded  inserts  in  the  back  of  this  book, 
and  regarding  the  work  in  decoration  and  the  drawings  illustra- 
ting the  same,  the  author  has  been  assisted  by  Mr.  Chas.  M. 
^Miller,  formerly  teacher  of  Manual  training  at  the  State  Nor- 
mal School,  Los  Angeles,  Cal.,  and  hereby  acknowledges  and 
ascribes  credit  to  Mr.  Miller  for  his  work  in  this  direction. 

Xovember,  1906. 


OC' 


JntroDuction. 


This  manual,  prepared  by  ]\Ir.  Charles  A.  Kunou,  is  the  out- 
growth of  practical  experience  in  the  school  room,  and  is  de- 
signed to  assist  teachers  of  the  third  and  fourth  grades,  who 
have  not  had  special  preparation.  The  aim  is  to  make  the  work 
as  simple  as  possible,  and  to  establish  a  correlation  with  other 
subjects,  particularly  arithmetic  and  geometry;  and  to  this  end 
the  exercises  are  intended  to  assist  the  mental,  as  well  as  the 
moral  growth.  The  progression  is  methodical,  the  exercises  are 
simple,  and  the  materials  are  not  expensive.  The  work  is  in- 
tended to  produce  useful  articles,  wh'ch  are  the  creative  work  of 
the  child,  instead  of  merely  flat  pieces  of  paper,  with  names  at- 
tached. The  using  of  paste  is  avoided  as  much  as  possible,  and 
a  system  of  "flaps"  in  combining  surfaces  is  employed. 

Cardboard  construction  has  a  definite  educational  value,  be- 
cause it  stimulates  the  mental  activities  of  the  children.  It  calls 
into  play  mind  energies  which  ordinary  school  systems  do  not 
develop  in  these  grades.  It  inculcates  habits  of  originality,  ac- 
curacy, observation  and  neatness. 

Tiiese  courses  prepare  and  lead  to  the  more  extensive  work 
in  the  higher  grades,  in  that  they  gradually  train  in  definiteness 
of  form  and  dimensions.  They  are  planned  to  cover  a  period 
of  two  years,  with  two  classes  in  a  room,  giving  forty  minutes 
each  week  for  ten  months  in  the  year. 

Printed  by  order  of  Board  of  Education. 

JAMES  A.  FOSHAY, 
Superintendent. 

Mr.  Fosliay  resigned  in  1906  and  was  succeeded  by  Dr.  E. 
C.  Moore,  of  the  University  of  California. 


(General  Directions* 


The  following  courses  have  been  planned  for  the  Third  and 
Fourth  grades.  They  are  consecutive  courses  to  be  applied 
in  the  B3,  A3,  B4  and  A4  classes,  respectively.  Although  ap- 
parently separate,  their  inner  organic  connection  constitutes 
them  one  continuous  course. 

The  sequence  ought  not  to  be  broken,  because  the  work  is 
built  up  on  its  inner  elements,  i.  e.,  a  mere  external  view  of  the 
course  does  not  wholly  convey  a  complete  idea  of  what  it  con- 
tains. In  other  words,  the  models  are  built  on  exercises  graded 
and  arranged  according  to  the  nature  and  difficulty  of  per- 
formance. A  distinction  is  made  between  a  model  and  the  exer- 
cises contained  or  united  in  the  model.  A  model  is  one  thing; 
an  exercise  is  another,  and  a  different  thing.  A  mocl  '  is?  the 
unit  of  expression  of  the  set  of  exercises  united  in  it.  An  exer- 
cise is  a  mental  and  physical  effort,  as  applied  in  the  manipula- 
tion of  tools  and  materials.  Hence,  the  course  is  a  systematic 
unite  for  the  simultaneous  mental  and  manual  training  of  the 
children. 

Paper  (cardboard,  cover  paper,  bristolboard,  tagboard, 
etc.)  is  a  convenient  medium  of  expression,  because: 

1st.    It  encourages  and  trains  in  neatness  and  cleanliness. 

2nd.  It  requires  and  admits  the  use  of  few  tools  in  its  ex- 
tensive application. 

3rd.  It  engenders  artistic  sense  and  taste  by  reason  of  its 
easy  application  in  the  production  of  real  and  ornamental  arti- 
cles. 

4th.     It  is  useful. 

4 


153  Cout0e» 

The  predominant  geometric  elements  or  motives  are  the 
square  and  the  rectangle.  These  are  studied  and  elaborated  by 
indirect  repetition,  i.  e.,  repetition  on  advanced  and  varied  prob- 
lems ;  going  step  by  step  from  the  easy  to  the  difficult,  from  the 
simple  to  the  complex,  from  the  known  to  the  unknown.  This 
repetition  is  not  apparent  to,  nor  felt  by  the  pupils,  except  as 
they  recognize  the  beneficent  influences  of  the  work  and  each 
repetition  involves  new  cognitions,  new  truths  and  new  applica- 
tions of  the  original  elements.  In  this  course  all  measurements 
are  limited  to  the  discrimination  of  inches  and  half  inches. 

The  tools  and  materials  used  in  B3  Course  are  lead  pencil, 
ruler,  right  angled  triangle,  scissors,  darning  needle,  linen  floss 
or  Columbia  zephyr  and  paper. 

For  decorative  purposes  Dennison's  Gummed  paper  strip- 
ped in  narrow  strips  is  used. 

Eyelets  and  eyelet  punch  are  used  to  a  limited  extent. 

33  Cout0e* 

This  course  is  based  and  enlarged  upon  the  geometric  mo- 
tives, the  circle  and  triangles,  and  as  in  the  proceeding  course 
these  constructions  are  repeated,  and  applied  under  new  and 
varied  circumstances,  each  step  increasing  in  difficulty  of  per- 
formance and  complexity  of  nature. 

In  the  A3  Course  the  same  tools  and  materials  are  used  as 
in  the  B3  Course,  adding  pencil-compasses  and  paper  fasteners. 
Measurements  are  inches,  half  inches  and  quarter  inches. 

Eyelets  and  eyelet  punch  are  used  to  a  limited  extent. 

1B4  Cour$e» 

In  this  course  the  square  and  rectangle  (oblong)  are  ap- 
plied in  advanced  work,  and  tools  and  materials  are  the  same  as 
in  the  preceding  course. 

34  Course* 

This  course  combines  in  its  exercises  many  of  the  elements 
of  the  preceding  courses  and  involves  construction  of  polygons 
such  as  hexagons  and  octagons.  In  this  course  the  same  tools 
and  materials  are  used  as  in  the  preceding  courses,  adding 
paste. 

5 


Knives  may  be  used  in  the  latter  part  of  the  Fourth  Grade, 
and  on  supplementary  work.  No  covered  work  or  so-called  book 
binding  should  be  attempted  as  required  class  work.  Some  lit- 
tle surface  pasting-  is  done  in  attach'ng  fancy  paper  to  the  out- 
side of  some  finished  models. 

All  measurements  are  limited  to  inches,  half  inches  and 
quarter  inches. 

In  all  work,  teachers  should  observe  and  gather  materials 
and  suggestions  for  improvements  of  the  course.  Such  sug- 
gestions should  be  in  the  line  of  simplification,  concentration 
and  decoration. 

What  is  expected  of  pupils  at  the  end  of  each  Term. 

It  is  expected  that  pupils  in  the  B3  class  at  the  end  of  the 
term  should  be  able  to  discriminate,  space  and  draw  readily 
with  ruler,  inches  and  halves  thereof;  to  draw,  cut  and  define 
the  motives  of  squares  and  oblongs. 

Pupils  in  the  A3  Class  at  the  end  of  the  term  should  be  able 
to  draw,  cut  and  define  readily  the  motives  of  circles  and  tri- 
angles, in  addition  to  their  training  in  the  B3  Class. 

Pupils  in  the  B  and  A4  Classes  are  trained  to  use  the  small- 
er fractions  of  quarter  of  inches,  and  to  draw,  develop,  cut  and 
combine  the  various  objects  based  upon  problems  presented  in 
the  courses. 


Suggestions;  in  Q^etJjoD  of  Ceact)ing. 

General  Method. 

AlAvays  draw  the  outline  coiumou  to  the  entire  figure  before 
spacing  and  drawing  details  of  the  inside.  Whatever  shape  or 
form  a  figure  may  have,  there  is  always  some  geometric  motive 
and  some  regular  outline  defining  and  embodying  it,  so  that 
where  the  inner  details  of  a  figure  depend  on  the  motives  or 
outlines  of  a  circle,  a  .square  or  a  rectangle  these  latter  must  be 
drawn  first,  proceeding  from  without,  inward. 

Reduced  to  a  principle,  the  method  may  be  stated  thus:— 
Consider  the  outline,  divide  into  definite  spaces  to  obtain  pro- 
portions and  symmetry. 

This  method  may  be  called  synthetico-analytical  method. 

l^ohJ  to  Ceact) 

1st.  Construct  and  develop  accurately  and  gradually  as 
the  instruction  is  given  the  whole  model  on  the  blackboard, 
dictating  at  the  beginning  every  step  in  the  geometric  process. 
Do  not  expect  the  pupils  to  think  out  mathematical  construc- 
tions.   Few  men  can  construct  a  polygon  unless  shown  how. 

2nd.  Use  model,  explaining  the  relation  of  it  to  the  draw- 
ing, and  its  parts. 

3rd.  As  the  work  progresses,  dictation  of  specific  steps  is 
reduced  to  general  statements,  Pupils  can  copy  from  chart  or 
blackboard  drawing. 

There  is  "dictation  and  dictation.''  A  military  command 
is  one  form  of  dictation.  The  command  is  given  for  a  limited 
and  specific  movement. 

The  soldier  responds  and  stands  transfixed  when  the  limit 
implied  in  the  command  is  reached.  This  analogy  illustrates 
the  pernicious  mode  of  dictation  which  should  not  be  used  in 
the  teaching. 

Reverse  the  process.  Suppose  the  commander  to  inquire 
of  the  soldier  when,  how,  wliy  and  why  not.  and  to  what  ex- 
tent he  should  execute  the  command.  The  soldier  now  becomes 
a  reasoner,  a  thinker,  inquirer  and  executor. 

Thus  it  should  be  in  teaching  children.  Dictate  "how"— 
in  the  beginning,  then  reverse  and  ask.     The  author  knows  that 

7 


the  greatest  of  all  teachers  taught  by  parables  aud  then  asked. 

In  teaching  in  this  work  let  the  dictation  come  "toward 
you,"  toward  the  teacher,  and  children  will  soon  repel  unnec- 
cessary  assistance. 

4th.  Always  let  pupils  draw  the  first  line  at  the  top  edge 
of  their  paper,  then,  in  order  to  ensure  ease  a^d  accuracy  in  the 
use  of  the  triangles  in  the  production  of  side  lines,  and  in 
order  to  avoid  the  confusion  and  motion  caused  by  pupils 
rising  in.  their  desks  in  the  attempt  to  look  over  the  triangle 
and  see  whether  it  is  on  the  line  or  not ;  turn  the  paper  so  that 
the  top  line  becomes  the  base  upon  which  the  figure  is  built  up. 
Thus  the  triangle  is  used  standing  on  the  line,  so  to  speak. 

5th.  In  beginning  the  B3  Course,  give  a  lesson  or  two  in- 
volving the  use  of  the  triangle  and  ruler  only.  For  example : 
On  a  piece  of  practice  paper  draw  lines  1"  apart  and  I/2"  apart. 
Space  1"  and  1/2"  and  draw  lines  1",  11/2",  2",  21/2",  3", 
SYz",  etc.,  so  that  the  pupils  understand  how  to  discrimi- 
nate between  one  inch  and  one  half  inch,  and  how  to  draw 
parallel  lines.  When  pupils  are  thus  able  to  draw  lines  at  given 
distances,  parallel  and  at  right  angles,  the  drawing  is  performed 
directly  on  the  cardboard. 

In  beginning  the  A3  Course  practice  with  compasses  on 
"practice  paper"  before  applying  directly  on  cardboard. 
"^  6th.  Amount  of  work  to  be  done  each  lesson.  In  manual 
work  all  children  usually  apply  themselves  faithfully.  Do  not 
always  "try  to  finish"  the  model  every  lesson  or  in  each  lesson. 
Cut  the  lesson  on  the  time.  Then  the  amount  to  be  done  may 
be  stated  to  be  the  amount  the  children  "do  do."  This  will 
carry  the  work  naturally  to  its  completion  in  the  time  allotted. 
Where  pupils  have  finished  the  prescribed  work,  encourage 
original  work. 

7th.  In  all  manual  school  work,  the  success  is  assured,  or 
it  is  made  impossible,  by  the  foundations  laid  through  the  first 
lessons.  Hold  back  instead  of  urg'ng  on.  Resist  the  "what 
is  next,"  the  "I  want  to  make  the  next  model."  Do  not  re- 
quire (juantity,  but  demand  quality,  and  obtain  it  bj-  arousing 
the  pupils  from  within;  by  evoking  the  will.  This  will,  to  do, 
to  make,  is  the  dawn  of  intelligence,  the  first  steps  of  education. 

8th.     Regarding  the  system  of  lines  used  in  this  manual.' 


In  Avritten  language,  words  are  made  up  of  letters.  So  in  Linear 
drawing-  the  different  lines  are  the  letters,  the  alphabet,  by 
which  the  drawings  are  read.  In  teaching  in  the  third  and 
fourth  grades,  it  is  too  early  to  attempt  the  application  of  dif- 
ferent lines,  by  the  children.  The  teacher  should  draw  the  figure 
on  "the  blackboard  in  ordinary  "full"  lines,  and  frequently  ap- 
ply "dimension"  lines.  Lines  to  be  scored  should  be  filled  in 
with  colored  crayon,  red  or  blue.  In  this  way  the  blackboard 
drawing  will  present  sharp  contrasts  in  the  lines.  Children 
should  draw  only  ordinary  lines,  heavy  and  light.  Remember 
that  other  advanced  forms  of  manual  work  and  mechanical 
drawing  follow  the  work  of  the  grades  for  which  this  course  is 
designed. 
~:::^  9th.  Time  of  lessons.  In  the  city  schools  of  Los  Angeles, 
Cal.,  each  school  room  has  two  classes,  A  and  B.  These  classes 
are  and  may  be  taken  at  one  time  and  given  a  lesson  a  week  of 
forty-five  minutes :  or  same  teacher  may  teach  A  and  B  classes 
separately,  in  which  case  each  class  receives  221/^  minutes. 

Any  teacher  of  ordinary  ability  and  experience  should  take 
the  whole  room  at  one  time. 

The  room  work,  the  movement  of  the  paraphernalia,  etc.. 
are  then  reduced  to  one-half,  thus  gaining  time  and  conserving 
energy. 

The  pupils  should  be  shown  how  to  use  the  scissors  properly 
and  all  should  sit  upright,  using  only  the  hands.  Counteract 
the  habit  of  twisting  the  mouth,  inclining  the  head,  projecting 
the  tongue,  etc. 

parting* 

In  using  paste  or  glue,  pupils  should  supply  themselves 
with  small  pieces  of  clean  white  cloth  or  soft  paper,  to  smooth 
down  flaps,  wipe  the  fingers,  etc. 

JfolUing* 

Pupils  should  be  taught  to  fold  the  paper  in  accordance 
with  an  approved  method.  Use  ruler  upon  the  line,  and  fold 
upward  and  toward  "you,"  with  ruler  as  guide  and  rest.  Re- 
move ruler,  fold  over  and  smooth  down  with  fingers,  then  raise 
the  paper  to  the  angle  required. 

9 


^J 


On  tagboard  or  folderboard  or  other  heavy  papers,  place 
rule  on  side  opposite  to  lines  and  fold  so  that  scored  lines  come 
on  outside  of  models./ 

-^      Scoring, 

Scoring  is  the  process  of  making  an  impression  on  the  fig- 
ure lines  on  the  heavier  papers,  such  as  bristolboard,  tagboard, 
or  pulpboard.  It  should  be  done  with  some  instrument  not  quite 
so  shni'p  as  a  knife;  for  the  paper  must  not  be  cut. 

The  back  edge  of  the  scissors  is,  in  these  courses,  the  most 
conven'ent  for  pupils.  Otherwise  a  bookbinder's  paperfolder  is 
the  best  tool  for  hand  scoring.  Score  only  such  paper  whose 
thickness  or  folding  quality  requires  scoring.  Score  on  the 
lines  and  fold  the  figure  in  on  the  same  side,  except  when  using 
heavy  bristol  or  pulp  boards,  tag  or  folder  boards,  and  where 
edge  binding  is  required. 

Cerminologp* 

In  all  work  use  geometric  terminology,  that  is:  apply  the 
terms  perpendicular,  horizontal,  vertical,  oblique,  circumfer- 
ence, radius,  diameter,  apex,  base,  etc.  Use  the  (seconds)"  in 
dimensions  on  drawings.  Do  not  use  the  abbreviation  "in."  for 
inches.  However,  do  not  expect  or  attempt  too  much  in  this 
direction  at  the  outset.  As  the  pupils'  work  progresses,  and 
the  terms  are  frequently  applied,  they  become  distinct  and  fully 
understood  by  the  pup'ls. 

£C)ciginal  anD  Supplementary?  Woxk. 

Reading  is  taught  for  the  purpose  of  developing  children, 
and  so  is  aritlnnotic,  writing  and  music.  Children  are  not  em- 
])loyed,  it  is  presumed,  in  these  sub.jects  "to  see  what  can  be 
done  in  these  lines."  Thus  also,  cardboard  construction  should 
be  used  as  a  means  of  formal  education.  In  giving  supple- 
mentary work,  models  whose  elements  are  co-related  to  other 
school  work,  say  geometry,  should  be  encouraged.  The  simple 
solids,  the  cube,  cone,  and  pyramid  are  here  conveniently  ap- 
plied— not  as  ordinary  solid  forms,  but  as  applied  in  life  ob- 
jects, such  as  frames,  baskets,  etc.  In  all  manual  work  in  the 
public  schools,  the  utilitarian  side  is,  therefore,  subordinated  to 
the  intellectual. 

Systom  or  oruniiizcd  cridits  nnist  exist  in  the  schools.    Indi- 

10 


vidualism  is  not  subverted  by  systematic  efforts  on  the  part  of 
all  in  the  class.  The  faculties  of  individuals  are  developed  by 
doins"  a  definite  thing  at  and  in  a  definite  time,  and  as  re- 
quired. Much  of  so-called  original  work  combines  efforts  which 
are  directed  always  in  the  channels  offering  least  resistance,  and 
when  completed  result  either  in  weariness  or  false  self-satisfac- 
tion. Original  Avork  should  be  encouraged  only  where  pupils 
have  finished  the  prescribed  work,  so  that  it  expresses  their 
highest  efforts,  making  the  oi'iginal  work  a  privilege.  In  such 
cases  the  work  should  be  formed  into  problems  to  be  solved. 
That  is,  the  pupil  suggests  to  the  teacher  "what"  he  desires  to 
make.  Then  a  drawing  is  made,  and  the  model  worked  out  as 
other  exercises  in  the  course,     nj 

jFastening  anD  puncljing* 

In  fastening  with  punch  let  the  punch  and  eyelets  be  given 
to  one  child  in  each  row  respectively. 

These  children  finish  their  fastening  and  pass  the  punches 
and  eyelets  to  other  children.  Thus  this  may  be  done  at  any 
time  and  be  found  to  be  a  means  of  discipline.  Those  pupils 
who  will  not  wait  orderly  and  patiently  may  loose  their  chance 
to  finish  their  models. 

l^otD  to  Cut  ^antipapet* 

Sandpaper  must  not  be  cut  with  scissors  in  the  ordinary 
way.  The  small  silicon  particles  will  dull  the  edges  of  the 
scissors.  Draw  the  figure  required  on  the  back  of  the  sand- 
paper, that  is,  on  the  smooth  side.  Then,  using  ruler — on 
straight  lines— slide  the  scissors  along  it  with  the  back  side  of 
the  points  in  the  lines  to  be  cut.  out.  It  is  not  necessary  to  cut 
clear  through  so  as  to  come  in  contact  with  the  sand.  Thus  cut, 
the  sandpajjor  ])arts  or  brenks  easily. 

^pstem  of  ILine0  O0cD  in  cpanuaL 

Line  1.     Ordinary  or  full  line,  outline,  to  be  cut. 

Line  2.  Dotted  I'ne,  construction  line,  help  line;  to  ob- 
tain figure,  not  to  be  scored. 

Line  3.     Dashed  line,  to  be  scored,  not  cut. 

Line  4.  Dimension  line,  to  indicate  size  of  figures  and  parts 
thereof. 

Pupils  draw  no  dotted  lines. 

11 


Pupils  should  draw  their  figures  in  ordinary  lines  only. 


4 


The  drawing's  in  this  manual  were  made  so  that  the  figures 
for  dimensions  were  to  be  read  from  the  bottom  and  from  the 
right  hand  side.  The  arrangement  of  the  cuts  compelled  a 
change  of  position  in  many  instances. 


MATERIALS  AND  TOOLS  USED  IN  THESE  COURSES. 

Dennison's  Paper  Fasteners,  No.  22,  round  head. 

Eyelets  and  punch. 

Darning  needles  3. ' ' 

Linen  floss,  or  Zephyr  Columbia. 

Excelsior  Pencil  Compasses,  No.  8999,  Keuffel  &  Esser  Co. 

Scissors  5". 

Triangles  30°  60«— wood. 

Ruler,  brass-bound,  Vs"  scale. 

Sandpaper,  No.  1,  for  supplementary  work  only. 

Paste,  Library  Paste,  in  2  oz.  bottles. 


.12 


5S3  Course 


153  Course* 
sitio.  u    Equate* 

Construction : 

With  ruler  draw  AB,  3"  long. 

Turn  paper  so  that  top  line  becomes  base. 

With  triangle  draw  lines  at  right  angles  with  A  and  B. 

Measure  BC  and  AD,  3". 

With  ruler  draw  DC  parallel  to  AB. 

Test  the  angles  with  triangle. 

Cut  with  scissors. 

Drill  carefully  the  element  or  concepts  of  the  square. 

Material : 

Tagboard  or  bristolboard. 


14 


153  Course* 
1^0.  2.    Visiting  CatD*    laectaugle* 

Construction : 

Witli  ruler  draw  line  AB,  31/2". 

With  triangle  draw  lines  AD  and  BC  at  right  angles  to  A 

and  B. 
Measure  AD  and  BC,  11/2". 
With  ruler  draw  BC  parallel  to  AB. 
Test  angles  with  triangle. 
Cut  card  with  scissors. 
Drill    concepts    of    oblong    (rectangle)    contrasting    with 

square. 

Material : 

Bristolboard. 


v^ 


^^2- 


15 


153  Course, 
lao,  3,    20inDmiIh 

Construction : 

With  I'uler  and  triangle  draw  square  4"  sides. 

Draw  diagonals.    Teach  meaning  of  diagonals. 

Measure  V2"  from  center  on  each  diagonal. 

Cut  out  square  with  scissors. 

Cut  on  each  diagonal  to  the  1/2 ' '  mark,  as  in  drawing. 

Roll  right  hand  corner  over  and  upward,  as  in  sketch. 

Insert  a  pin  through  the  ends  of  wings  and  center  of  square, 
and  fasten  to  end  of  lead  pencil  and  let  pupils  spin  their  mills. 
Materials : 

Coverpaper  and  pin. 

The  windmill  is  one  of  the  first  devices  to  utilize  the  wind 
as  a  motive  power.  The  earliest  attempts  were  made  in  the 
eighth  century. 

Tell  stories  of  windmills  and  tell  of  the  wind  as  a  motive 
power. 


16 


17 


B3  Course. 

Construction : 

Dra-w  a  rectangle  5"x3i/2"- 

DraAV  a  line  across  in  the  middle. 

Cut  out  figure  with  scissors. 

Fold  on  middle  line. 

On  white  "soft  paper"  draw  rectangle  for  leaves  4^/2 "x- 

31/2". 
Cut  around  and  fold  in  middle. 
Sew  the  leaves  on  to  the  covers,  using  floss,  taking  two  or 

three  stitches  as  may  be  necessary. 
]\Iake  larger  if  desired. 
Material : 

Coverpaper  for  covers,  common  soft  paper  for  leaves. 


18 


19 


153  Course* 
il3o*  5.    m^itim  CarD* 

(Rhombus.) 
Construction : 

Draw  base  line  of  desired  length. 

Using  the  hypotenuse  of  a  60^^  triangle  (or  any  angle)  draw 
sides  of  rhombus  equal  to  base  line,  measuring  with  ruler. 
Draw  top  line  parallel  to  base  line,  using  ruler. 
Cut  out  figure  with  scissors. 

Let  pupils  write  their  names  in  the  middle  of  the  cards. 
Teach  elements  of  quadrilalteral  parallelograms— that  is, 
Rhombus  has  four  equal  sides,  and  two  opposite  angles 
equal. 
Contrast  with  square. 
Material : 

Bristolboard. 

Teach  description  of  form  by  fastening  four  stripes  of 
paper  together  with  pins  in  the  angles  thus  forming  a  square. 
Push  on  the  diagonal  angles  and  the  square  changes  into  a 
Rhombus. 


20 


153  Course* 
JI3o»  6,    l^isiting  CarD. 

(Rhomboid.) 
Construction : 

Draw  base  line  of  desired  lengtli. 

Using  the  hypotenuse  of  a  60-^  triangle,  draw  sides  of  rhom- 
boid of  desired  length,  measuring  with  ruler. 
Draw  top  line  with  ruler  and  parallel  to  base  line. 
Let  pupils  write  their  names  in  the  middle  of  the  cards. 
Teach  elements  of  quadrilateral  parallelograms,  as  in  pre- 

ceding  lesson.     Contrast  with  rectangle  and  rhombus. 
Teach  derivation  as  in  preceding  model. 
Material : 

Bristolboard. 


3 


-> 


21 


153  Course, 
ji3o,  ?♦    e^allpocket 


Construction : 

DraAv  a  horizontal  line  8"  long. 

Draw  a  vertical  line  (at  right  angles)  8"  long  and  in  the 
middle  of  the  horizontftl  line. 

Connect  the  ends  of  these  lines,  completing  a  square,  stand- 
ing on  its  diagonal. 

With  triangles  draw  lines  x,  x,  4"  long  at  right  angles  to 
the  horizontal  diagonal. 

Draw  the  base  line  parallel  to  the  horizontal  diagonal  and 
through  the  extremity  of  the  vertical. 

Draw  flap  l-nes  Vo"  below  base  line. 

Make  ends  of  flai)s  oblique  as  shown  in  drawing. 

Cut  around  figure  on  full  lines. 

Score  and  fold  on  dashed  lines. 

Lace  front  with  floss  as  shown  in  sketch. 

Piit  in  zephj^r  to  hang  model  on,  as  indicated  in  drawing. 
Material : 

Tagboard  or  folderboard. 


23 


1B3  Course, 
s^o.  8.    CatDca$e» 

Construction : 

Draw  a  rectangle  1V2"^^V2"- 

Draw  lines  across  1",  IV2"  and  21/2"  as  in  drawing. 

In  the  1"  space  draw  the  tongue  Vs"  wide,  by  measuring 

1%"  from  each  side  of  rectangle. 
Mark  off  i/^"  on  the  corners  of  the  1"  line,   and  draw 

oblique  lines  as  shown  in  drawing. 
Cut  out  figure  with  scissors. 
Locate  slot  S  for  the  tongue  after  model   is    finished    by 

marking  with  points  of  pencil  on  each  side  of  tongue. 

Fold  model  out  again,  and  score  between  these  points 

until  the  paper  is  cut  through. 
Fold  model. 

Score  and  fold  on  dash  lines. 
In  cutting  the  slot,  bore  hole  in  the  ends  of  the  lines  with 

a  needle  or  other  pointed  instrument,  before  inserting 

the  scissors. 
Material : 

Tagboard  or  coverpaper. 


24 


133  Course. 
J13o.  9,    dBntjelope, 

Construction : 

Draw  a  rectangle  4"x3". 

Find  middle  points  x  and  witli  niler,  draw  lines  along  and 

across  the  rectangle. 
With  ruler  extend  lines  A.  A.  A,  A,  I/2"  outside  rectangle. 
Measure  2"  on  lines  X,  X,  X,  X,  and  connect  with  points 

A,  A,  A,  A;  and  at  the  ends  of  rectangle,  as  shown  in 

drawing. 
Cut  around  figure  on  the  full  lines. 
Score  on  dashed  lines  and-  fold  in  on  the  lines. 
No  pasting. 

Make  in  larger  size  and  of  different  construction  if  desired. 
Material : 

Cover  paper. 


913  Course 


as  Cout0e» 
r5o«  L    TBookmack. 

Construction : 

Us'ng  compasses  draw  circle  with  IV2"  radius. 

Draw  diameter. 

Measure  V2"  on  each  side  of  center. 

With  triangle  draw  lines  AB,  and  CD,  at  right  angles  with 

the  diameter. 
With  scissors  cut  around  circumference. 
Cut  along  lines  BA,  and  DC,  to  diameter. 
Drill  carefully  concepts  or  elements  of  circle. 
Material : 

Bristolboard. 


28 


33  Cout0e, 
i^o»  2.    Ctiangulat  l^eptag* 

Construction : 

With  ruler  draw  line  AB,  3"  long. 

Using  A  and  B  as  centers  and  AB  as  radius  with  compasses 

draw  arcs  to  intersect  above  AB  at  C. 
With  ruler  draw  lines  AC  and  BC. 
Cut  triangle  with  scissors. 
Measure  1 ' '  down  from  apex  of  triangle. 
Punch  hole  with  punch,  and  press  in  eyelets. 
Attach  thread  or  floss. 
Material : 

Tagboard. 


^.B-.'^ 


29 


jBo*  3«    Cl)reaD=ta)inDer, 

Construction : 

With  compasses  draw  circle  1^2 "  radius. 

Divide  circumference  into  six  equal  parts.     Radius  "goes 

around  circumference  6  times." 
Connect  points,  thus  obtaining  two   equilateral  triangles 

inscribed  in  a  circle. 
Cut  out  figure  with  scissors. 
Material : 

Tagboard  or  folderboard. 


30 


as  Course, 
Jl3o,  4,    penUiipet, 

Construction : 

On  br'stolboard  draw  circle  3"  diameter. 

On  blotting  paper— of  different  colors,  if  possible— draw 

three  circles  3"  diameter.     On  bristolboard  draw  a  circle 

2"  diameter. 
Cut  out  circles  with  scissors. 
Fasten  together  pieces  with  one  paper  fastener  inserted  in 

center,  placing  the  large  circle  of  bristolboard  at  the 

bottom,  the  small  circle  of  bristolboard  at  the  top. 
Suggest  that  pupils  may  cut  pieces  of  cloth  or  chamois  skin 

of  same  size,  at  home,  thus  furnishing  themselves  with 

penwipers. 


31 


33  Course* 

(Isosceles  triangle.) 
Draw  base  line  3%"  long. 

With  compasses  draw  arcs  1  and  2, — 4l^"  radius. 
Draw  sides  of  triangle. 
Measure  1"  from  base  line  and  draw  line  XX  and  place 

points  3  and  4,  — 1/2"  from  sides  of  triangle. 
Measure  ^"  on  base  line  and  connect  these  points  with 

points  3  and  4. 
Draw  lines  3  and  4,  perpendicular  to  base,  using  triangle. 
Cut  out  figure  with  scissors. 
Roll  flap  A  forward  and  upward,  making  a  "rest"  to  hold 

picture  on  as  in  sketch. 
For  back  supporter,  draw  and  cut  a  piece   of  tagboard 
41/2  "x%"  and  fasten  the  same  with  paper  fasteners  1" 
from  apex,  as  shown  in  drawing. 
Material : 

Tagboard. 
Make  in  Larger  Size  by  Another  Method. 

Draw  base  line  and  from  middle  point  draw  a  perpen- 
dicular of  required  altitude,  using  triangle.  Then  draw  oblique 
lines  from  apex  to  ends  of  base  line.  Then  proceed  as  in  first 
construction. 


33 


as  Course*  ' 

jfl3o,  6»    Circular  picture  jTrame. 

Construction : 

On  bristolboard  draw  circle  4"  diameter. 

Draw  diameters,  as  in  drawing. 

Place  points  1"  from  center  on  each  diameter  and  draw 

square  as  seen  in  drawing. 
Cut  around  circle,  and  in  diagonals  of  square. 
Roll  triangular  pieces  A,  B,  C,  D,  outward  as  in  sketch, 

using  the  small  end  of  a  penholder. 
For  back : 

On  tagboard  draw  and  cut  a  circle  same  size  as  first. 

On  tagboard  draw  and  cut  piece  4^"xl"  for  supporter  of 

frame. 
Fasten  the  three  pieces  together  with  floss  at  the  top. 
Fasten  back  and  front  together  at  the  bottom,  as  shown 

in  sketch. 
Material; 

Bristolboard  and  tagboard. 


34 


35 


as  Course* 
j^o,  ?♦    CalenDar  6^ount 

(Quartrefoil.) 
Construction : 

Draw  a  square  21/2"  sides. 

From  the  middle  of  the  sides  draw  semicircles  1"  radius. 
Cut  out  figure  with  scissor's. 

Punch  hole  and  press  in  eyelet  as  shown  in  drawing. 
Insert  a  piece  of  floss  to  hang  the  mount  on. 
'  Children  may  be  told  to  procure  a  small  calendar,  which 

can  be  obtained  for  from  2  to  5  cents  in  any  bookstore. 

Fasten  this  on  to  the  mount  with  floss,  paste  or  paper 

fastener. 
Material : 

Bristolboard. 


36 


as  Course. 
Jl5o,  8,    COallpocken 

Construction : 

Draw  line  A,  B,  3",  and  on  it  with  compasses  construct 

equilateral  triangles,  above  and  below. 
On  the  s'des  of  triangle  C  construct  triangles  D,  E. 
At  middle  points  of  sides,  draw  perpendiculars  i^",  and 

draw  slanting  lines,  as  in  drawing. 
Draw  flap  lines  I/2"  below  triangles. 
Score  and  fold  on  dashed  lines  as  in  drawing. 
Punch  hole  and  press  in  eyelet,  1"  from  apex. 
Lace  front  with  floss  as  in  sketch,  and  bend  triangular  top 

pieces  outward  as  shown  in  sketch. 
Enlarge  if  desired. 
Material : 

Tagboard  or  coverpaper. 


38 


.39 


as  Cout0e« 
if3o*  Q.    Cootl)picki)olDer* 

Construction : 

Draw  a  line  2"  long  and  on  it  construct  an  equilateral 

triangle,  apex  down. 
On  sides  of  triangle  draw  squares. 
Draw  lines  %"  from  top   side,  find    middle    and    draw 

pointed  pieces  as  in  drawing.     Add  flap  lines  i/4"  from 

outside  of  squares. 
Cut  on  full  lines.     Score  and  fold  on  dashed  lines.     Fold 

flaps  outward  and  fasten  with  floss,  as  shown  in  sketch. 
Roll  pointed  pieces  over  pencil  outward,  as  shown  in  sketch. 
Material : 

Coverpaper. 


40 


41 


354  Course 


154  Course* 
jf^o*  h    flDpen  IBoit* 

Construction : 

Draw  a  rectangle  7"x5". 

Draw  lines  1"  inside  and  parallel  to  sides  of  rectangle. 

Draw  1/4"  flap  lines  in  the  corner  squares. 

Produce  the  diagonal  of  corner  squares  and  the  same  will 
cut  flap  lines  obliquely  as  shown  in  drawing. 

Cut  around  figure  on  the  full  lines. 

Score  on  dashed  lines. 

Fold  sides  of  box  inward,  lines  on  outside. 

Fold  flaps  outward  nd  fasten  corners  with  floss  as  shown 
in  sketch. 
Material : 

Tagboard. 


44 


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I 


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45 


T54  Course* 

Construction : 

Draw  rectangle  5i/^"'x4". 

Draw  lines  inside,  parallel  to  and  1"  from  sides  of  rec- 
tangle. 

Draw  diagonals  in  corner  squares. 

From  the  comers,  measure  V2",  as  in  drawing. 

Connect  these  points  with  oblique  lines. 

From  the  same  points  draw  lines  to  corners  of  inside  rec- 
tangle, as  shown  in  the  drawing. 

In  middle  of  the  long  sides  locate  I/2"  lines  for  handle. 

Cut  around  figure  on  full  lines  and  on  diagonals  of  corner 
squares.  , 

In  cutting  the  %"  lines  for  handle  bore  a  hole  in  the  ends 
with  a  darning  needle,  compass  or  other  pointed  instru- 
ment, before  cutting  with  scissors. 

Score  and  fold  on  dashed  lines. 

For  handle  draw  and  cut  piece  9"xy2",  and  cut  slanting 
notches  1"  from  each  end,  as  shown  in  sketch. 

Fasten  corners  of  basket  with  floss.  Insert  handle  from 
around  the  outside  of  basket  as  shown  in  sketch. 

Make  as  tray  or  basket. 

Fasten  handle  with  eyelets. 

Fasten  corners  also,  if  desired,  with  eyelets. 
Material : 

Tag  or  folderboard. 


46 


47 


054  Course* 
JI3o,  3*    Square  Coot!)picfe  l^olQer, 

Construction : 

Draw  rectangle  6"x2".  , 

Divide  into  spaces  of  1^/2  ". 

Draw  line  AB,  V2"  from  top  side,  and  divide  each  space 

into  two  equal  parts. 
Draw  oblique  lines  for  points. 
Add  lines  for  flaps  of  l^"  at  ends  of  rectangle. 
On  end  line  of  second  division  draw  square  C,  and  add  lines 
^      on  two  sides  for  standards  of  A  i/^"  as  in  sketch. 
Cut  with  scissors  on  full  lines. 
NOTE.     Take  care  not  to  cut  loose  the  square  C.     Do  not 

score  or  fold  line  AB,  but  after  figure  is  put  together. 

curve  points  over,  as  in  sketch. 
Lace  flaps  with  floss,  as  shown  in  sketch. 
Curve  standards  or  legs   accord'ng  to   drawing,   and   do 

not  score  these  lines. 
Material : 

Tagboard  or  coverpaper. 


48 


49 


1B4  Coursie. 
s\tlo.  4,       Picture  jFrame* 

Construction : 

Draw  a  rectangle  10  "x3". 

Draw  a  line  across  in  the  middle. 

Draw  a  line  across  1"  from  one  end  of  rectangle. 

Draw  lines  at  right  angles  to  each  other  in  middle  of  one  of 
the  divisions  of  figure  as  seen  in  draw  ng. 

Draw  a  square  2"  diagonals  on  these  lines  as  shown  in 
drawing. 

Draw  supporter  A  according  to  drawing. 

Cut  around  figure  and  cut  on  diagonals  (^f  the  s([uare. 

Score  on  middle  line  and  fold  on  it. 

Roll  part  B  forward  and  upward,  as  shown  in  sketch. 

Fasten  sides  of  frame  with  floss  or  zephyr  and  bend  sup- 
porter backward,  as  shown  in  sketch. 

Material : 

Bristolboard  oi'  coverpaper. 


50 


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51 


054  Cour0e» 
JI3o.  5*    CoueteD  15oi» 

Draw  rectangle  ABCD  10  "x3". 

Space  and  draw  lines  across  at  distances  indicated  in  the 

drawing  and  extending  lines  2,  7  and  3,  6,  to  form  side  of 

rectangle  R.  R. 
Draw  flaps  1,  2;  3,  4;  5,  6;  7,  8;  each  ^4"  from  the  sides  of 

the  rectangles. 
Draw  the  tongue  x,  i/o"  wide,  measuring  l^/i"  from  each 

side  of  rectangle. 
Draw  slot-line  S,  %"  long  and  1/2"  from  side  as  shown  in 

drawing. 
Cut  around  figure  on  full  lines. 
Score  and  fold  on  dashed  lines,  and  split  open  line  S,  for 

the  tongue 
Fold  sides  of  box  so  that  scorings  remain  on  outside. 
Fold  flaps  outward,  and  fasten  corners  of  box  Avith  floss,  as 

shown  in  sketch. 

Material : 

Tagboard. 


52 


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53 


154  Course* 
j^o,  6,    l^ifture  JFtame» 

Construction : 

For  front  piece  draw  rectangle  4"x5",  on  bristolboard. 

Draw  inside  rectangle  1"  from  sides. 

Draw  diagonals. 

Cut  around  figure  and  on  diagonals. 

Roll  points  forward  and  upward  as  in  sketch. 

For  back  piece,  make  rectangle  on  tagboard  same  as  front 

piece. 
Draw,   cut  and  bend  back  support   3"xl"   as   shown   in 

sketch. 
Fasten  back  piece  to  the  front  with  eyelets. 
No  scoring  on  this  model. 


54 


55 


154  Cour0e* 
Jl^o,  L    15a$ktu 

Construction: 

Draw  a  square  71/2"  sides. 

Draw  lines  across  vertically  and  horizontally  2V2"  apart. 

Place  points  A,  1"  from  inside  lines  as  shown   n  drawing. 

Connect  these  points  with  oblique  lines. 

On  these  oblique  lines  place  points  %"  from  points  A. 

Draw  lines  to  the  opposite  angles  of  the  corner  square. 

Locate  %"  lines  for  handle  as  in  drawing. 

Cut  out  the  figure  with  scissors,  following  the  full  lines. 

Cut  hole  for  handle  with  small  point  of  scissors. 

Score  on  dashed  lines  and  fold  the  paper  so  that  the  scored 

lines  come  on  the  outside. 
Fold  flap  pieces  outward  as  shown  in  sketch. 
Draw  and   cut  handle   12 "x^^"   and   insert   ns   shown   in 

sketch. 
Fasten  with  floss  as  in  sketch  or  witii  eyelet  in  each  corner. 
Fasten  handle  with  eyelets. 

Material : 

Tag  or  folderboard. 


56 


tk 12 *—  1  * 


« —  1  )(■ Is H 


0( 


a4  Course 


m  Course, 
jao,  !♦    eoallpocket 

Construction : 

For  back  of  model- 
Draw  a  rectangle  5"x4". 

Draw  oblique  lines  in  top  corners  1/2"  from  the  angles  as 
indicated  in  drawing. 

Locate  points  for  eyelets  1"  from  end  and  I/2"  from  top 
lines  of  rectangle. 

Cut  around  figure  with  scissors. 

For  pocket — 

Draw  a  rectangle  8"x2"  and  draw  lines  2"  from  ends 
and  across  rectangle. 

Draw  diagonals  as  shown  in  drawing. 

Add  flap  lines  to  diagonals  and  to  base  line  of  the  rec- 
tangle as  shown  in  drawing. 

Cut  on  full  lines. 

Score  on  dashed  lines. 

Fold   and   fasten  pocket  to  back  piece  using   eyelets,   as 
shown  in  sketch. 

Punch  holes  and  press  in  eyelets  in  back  piece  in  points 
previously  located. 
Material : 

Tagl)oard. 


^  T--»; 


61 


a4  Course^ 

Construction : 

For  back  of  safe — 

Draw  i-ectangle  4"x5%". 

Draw  oblique  lines  in  top  corners,  %"  from  angle,  as  in 

tlrawing. 
Locate  holes  in  middle  of  top  1"  a])art  and  %"  from  top 

line. 
Cut  out  figure  with  scissors. 
Punch  holes  and  press  in  eyelets  as  in  sketch. 
For  box  of  safe — 
Draw  rectangle  l"x7". 
Draw  lines  across  %"  from  each  end. 
Draw  lines  AB  and  CD,  2"  from  each  end  of  rectangle  and 

extending  2I/2"  as  in  sketch,  then  connect  B  and  D. 
Divide  into  definite  spaces  to  obtain  proportions  for  bottom 

and  flap  of  box,  according  to  drawing. 
Cut  Avith  scissors,  score  and  fold  figure. 
Fasten  box  to  back  with  floss,  eyelets  or  fasteners. 
Material : 

Tagboard. 


63 


m  Cout0e* 
jl3o*  3»    Crap, 

Construction : 

Draw  a  square  5"  sides.  Draw  another  square  3"  sides  by- 
measuring  1"  from  each  side  of  first  figure. 

Place  points  %"  from  each  side  of  outside  square  and  draw 
oblique  lines  to  angles  of  inside  square,  as  shown  in 
drawing. 

Draw  triangles  A,  B,  C,  D,  %"  altitude.  Note  points  of 
connection. 

Cut  out  figure  following  the  full  outline. 

Score  on  dashed  lines  in  the  corners  and  on  the  lines  of 
inner  square. 

Fold  sides  upward  and  apply  paste  on  under  side  of  tri- 
angular flaps  1,  2,  3,  4  and  fasten  same  on  inside  of  tray. 

Bend  triangles  A,  B,  C,  D,  out  and  downward  as  in  sketch, 

Punch  holes  with  punch. 
Material : 

Tagboard. 


64 


65 


a4  Cout0e, 
Jl^o,  4»    Cornucopia* 

Construction : 

With  ruler  draw  line,  AB,  9"  long 

With  triangle  draw  line  CD,  4"  long  and  at  right  angles  to 

and  3"  from  end  of  line  AB. 
Connect  C  and  D  with  B. 
With  compasses  draw  arc  through  C  and  D  with  B  as 

center,  and  BD  or  CD  as  radius. 
On  the  arc  set  off  distance  equal  to  CD. 
Draw  FB  and  EB. 
Draw  AC  and  AD. 
On  AC  and  AD  draw  semicircles  1  and  2,  with  1/2"  radius 

and  1"  from  C  and  D. 
Draw  lines  3  and  4  for  flaps  1/2^'  wide. 
Cut  around  figure  with  scissors  on  the  full  lines. 
Score  on  dashed  lines. 
Fold  figure  inward  on  lines. 
Fold  flaps  outward. 
Sew  flaps  in  front  of  pocket  ("Linen  Floss"  or  "Columbia 

Zephyr")  double  overcasting  or  lacing. 
Punch  hole  in  top  1"  from  apex  and  press  in  eyelet  with 

punch. 

Material : 

Tagboard. 


67 


m  Course, 
s^o.  5*    Jpejagonal  Cootl)pick  i^olDeL 


Construction : 

Draw  a  rectangle  6"s2". 

Divide  into  six  equal  spaces,  drawing  lines  across. 

Draw  line  A,  14"  from  top  of  rectangle,  and  draw  points 

as  shown  in  drawing. 
Draw  line  B,  i/4"  below  figure,  obtaining  flap  lines  for 

bottom. 
Draw  1/4"  flap  line  at  the  end. 
On  the  base  line  of  one  division  in  rectangle  draw  arcs  1 

and  2— radius  equal  to  line. 
From  the  center  thus  obtained  and  with  the  ^ame  radius 

draw  a  circle  and  on  the  circumference  set  off  spaces  for 

hexagon. 
Cut  out  figure  on  full  lines.    Do  not  cut  off  the  bottom  from 

the  line. 
Score  and  fold  on  dashed  lines. 
Paste  the  model  with  flaps  inside. 
Draw  and  cut  a  circular  piece  and  attach  for  base,   as 

showm  in  sketch. 
]\Iake  altitude  lower  and  diameter  greater  if  desired. 
Material : 

Bristolboard  or  eoverpaper. 


>tt •..-. 


69 


a4  Cout0e» 
mo.  0.    16a0ket, 

Construction : 

Draw  two  concentric  circles  11/2"  and  3"  radius  respec- 
tively. 

Construct  and  draw  the  sides  of  the  hexagon  in  smaller 
circle. 

Place  ruler  across  two  opposite  angles,  as  shown  by  line 
AA,  to  obtain  points  on  circumference  of  the  larger 
circle,  dividing  it  into  six  equal  parts. 

Measure  i/4"  on  each  side  of  these  points  and  draw  lines 
XX,  to  corresponding  angles  of  hexagon. 

Complete  the  figure  by  drawing  the  lines  Z. 

Cut  on  full  lines,  score  on  dashed  lines  and  fold. 

Fasten  flaps  with  paste  on  inside  of  basket. 

Make  the  handle  I/2"  wide  and  paste  it  to  the  inside  of 
basket,  oi*  fasten  with  eyelets. 
Material : 

Tagboard. 


70 


71 


^ 


a4  Cout$e» 

(Cube.) 


Construction : 

Draw  rectangle  A  B,  9"x2i/2",  and  divide  into  four  equal 

parts. 
Draw  the  squares  C,  D.     Draw  flap  lines  I/2"  as  shown  in 

drawing. 
Cut  on  full  black  lines. 
Score  and  fold  on  dashed  lines. 
In  one  square  draw  and  cut  the  opening  X. 
Fasten  with  paste,  placing  flaps  on  inside. 
Cut  pieces  of  fancy  paper  and  attach  to  surface  as  shown 

in  sketch. 
Teach  concepts  of  cube — surface,  edges  and  solid  angles. 
Materials : 

Tagboard  and  fancy  paper. 


72 


rT 


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IF 


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I 
.     I 

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Oi 


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K 


zi 


s\ 


-An 


J. 


73 


Supplementary* 
^atcl)0afe. 

Draw  and  cut  figure  according  to  drawing.  No  paste  is 
used  on  the  model,  except  to  fasten  piece  of  sandpaper  on 
front.  The  pocket  piece  is  inserted  and  flaps  folded  over 
to  one  side  of  back  of  frontpiece  and  thus  locking  them- 
selves, they  keep  the  model  together. 


@ 

'           1    l- 

1 

V 

•oo 

v^'\ 

,1 

V  ' 

V^' 

n 

cr^ 

f  ''"■ 

1^" 

^ 

< 
1 

^   3    ' 

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r 

A 

Supplementary, 
Jacko'lantern  fot  l:)alloiue'en. 


to 


^DtjanccD  jToutti)  araDe  Wotk  or  jTiftl)  ataDe 

Cout$e* 

The  course  herein  appended  is  intended  as  advanced  work 
for  the  fourth  grade.  In  rural  schools,  where  grading  and 
classification  varies  from  that  of  large  cities,  this  course  serves 
as  Fifth  grade  work.  The  models,  some  of  which  were  in 
motive  suggested  by  some  of  the  author's  assistants,  are  logic- 
ally planned.  They  are  absolutely  useful  and  admit,  like  the 
models  in  preceding  courses,  of  almost  infinite  modification  as 
to  size,  decoration,  etc.  With  reference  to  decoration,  it  ought 
to  be  pointed  out  that  there  are  various  modes,  such  as  water 
cok)r  design,  spot  design  with  red  and  blue  ink,  using  stencil 
made  of  paper,  gummed  paper,  passepartout  strips,  etc.  Lastly, 
most  tasteful  arangements  of  lines  drawn  by  soft  and  heavy 
lead  pencils  may  be  applied,  and  children  and  teachers  may, 
choose  between  these  modes. 


76 


1^0.  U    po0tal  CatD  aifium. 

Construction  : 

Draw  and  cut  piece  according  to  drawing. 

Score  on  score  lines. 

Fasten  pieces  of  passepartout  or  strips  of  gummed  paper 

to  hinge  the  covers. 
Fasten  passepartout  or  strip  of  gummed  paper  to  back  as 

shown  in  sketch. 
Press  in  eyelets  in  places  shown  in  drawing. 
Decorate  with  lines  by  soft  lead  pencil  or  paper  strips  as 

shown  in  sketch. 

Materials : 

^Mounting  board  or  folderboard. 


0     1     1     0  ! 

0      1           o 

...i 


77 


1^0.  2,    Lamp0l)atie, 

Construction : 

Draw  circle  5l^''  radius. 

Draw  concentric  circles  inside,  5"  and  1^2 "  respectively. 

Draw  semicircles  I/2"  radius  on  the  5"  circle. 

Draw  sector  7i/^". 

Cut  around  exterior  and  interior  circles,  and  cut  out  sec- 
tor, leaving  I/2"  flap  on  one  side  for  fastening.  Perfor- 
ate semicircles  and  also  the  circle  upon  which  they  are 
drawn,  using  point  of  compass. 

Fasten  together  with  eyelets. 

Use  galvanized  wire,  No.  18,  soft,  for  hooks,  bent  with 
round  nosed  pliers  to  suspend  shade  on  lamp  chimney. 
Material : 

Gray  mounting  board  or  folderboard. 


78 


1^0,  3,    150£« 

Construction : 

Draw  piece  for  frame  of  box  according-  to  drawings. 

Score  and  fold. 

Before  fastening  together  cnt  slits  in  obliqne  corners  of 

frame,  for  bottom  of  box.     In  cutting  slits  bore  a  hole 

in  each  end  of  slit,  using  point  of  compasses;  this  ensures 

definite  cutting. 
Fasten    frame    with    eyelets,    paper    fastener,    zephyr,    or 

raphia. 
Measure  size  of  bottom. 
Draw  and  cut  it. 

Insert  corners  of  bottom  as  shown  in  sketch. 
If  necessary  brace  bottom  to  frame  of  box  by  a  strip  of 

paper  pasted  on  under  side  of  bottom. 
This  box  may  be  mounted  Avith  silk  or  tissue  paper. 

Materials : 

Cover  paper  mounting  board  or  folderboard. 


I- 1 

J_L 


—  Si- 


% 


79 


Bo*  4,  CotjereD  15oj* 

Construction : 

Draw  unfoldment  of  box  according  to  drawing. 

Score  and  fold. 

Paste  flaps  on  inside  of  box. 

Paste    passepartout    strips    along    edges    as    indicated    in 

sketch. 
Remember  to  cut  lid  of  box  one-eighth  of  an  inch  larger 

at  ends  and  front,  to  cover  sides  perfectly. 
Decorate  model  by  using  gummed  paper,  or  line  up  lines 

with  soft  heavy  lead  pencil. 
This  box  may  be  made  of  strawboard  and  covered  with 

fancy  paper  or  leatherette. 
Materials : 

Mounting  boarcl,  cover  paper  or  folderboard. 


-   Si 


80 


Construction : 

Draw  outline  of  back  piece  according  to  drawing. 

Cut  out  piece. 

Draw  front  piece  according  to  drawing. 

Draw  curves  by  freehand. 

Cut  and  score  according  to  drawing. 

Fasten  to  back  piece  by  using  eyelets  or  paste. 

Press  in  eyelets  in  top  of  back  piece  to  hang  model  on. 

Materials : 

Gray  mounting  board,  folderboard  or  tagboard. 
Decorate  with  gummed  paper  or  with  heavy  lead  pencil 
lines. 


81 


JI3o»  e.    pencil  130£» 

Construction : 

Draw,  cut  and  make  inside  box  first,  pasting  and  finishing 
it.  Then  place  same  on  the  piece  of  paper  intended  for 
outside  case,  and  mark  out  the  dimensions  to  fit.  This 
will  ensure  right  fit,  so  that  the  inside  box  will  slide 
easily. 

Line  edges  with  passepartout  or  gummed  paper. 

Draw  and  cut  strip  %"  wide  and  4"  long,  and  fasten  same 
to  bottom  of  inside  box,  as  pulling  strap. 

Decorate  by  drawing  lines  with  soft  and  heavy  lead  pencil. 
Material: 

Gray  mounting  board  or  folderboard. 


Per 


Box. 


Ttjs  id 


Ti- 


Ouis/cLe.  cas^. 


82 


Unbej: 


Amount  of  work  to  be  done  each  lesson 8 

Advanced  Fourth  Grade  work    76-82 

Cutting    9 

Decorated  Modified  Models,  follows  page 82 

Folded   Insert    No.    1,  B3   work 82 

Folded   Insert  No.   2,   A3  work 82 

Folded   Insert   No.   3,  B4  work 82 

Folded  Insert   No.   4,    A4  work 82 

Fastening  and   Punching 11 

Fifth  Grade  Course 76-82 

No.  1.     Postal    Card   Album 77 

No.  2.     Lampshade    78 

No.  3.     Box    79 

No.  4.     Covered    Lid   Box 80 

No.  5.     Whiskbroom    Holder    81 

No.  6.     Pencil  Box    82 

Folding    9 

General    Directions     4-5-6 

How  to  Cut  Sandpaper  11 

How  to-  Teach,  Dictation 7-8 

Introduction     3 

Lines,    System    of 8-9 

Lines,  System  of,  used  in  Manual " 11-12 

Method  of  Teaching,  Suggestions  in 7 

Materials  and   Tools 12 

Original  and  Supplementary  work 10-11 

Pasting    9 

Preface    2 

Scoring     10 

Supplementary,    Matehsafe    74 

Supplementary,  Jacko  'lantern    75 

Time    of   Lesson 9 

Terminology    10 

What  is  Expected  of  Pupils  at  end  of  Term 6 

B3    Course    13-25 

No.  1.     Square  Card    14 

No.  2.     Visiting  Card,   Rectangle 15 

No.  3.     Windmill      16-17 

83 


B3  Course,   Continued —  Paoe 

No.  4.     Notebook     18-19 

No.  5.     Visiting  Card,  Ehombus    20 

No.  6.     Visiting  Card,  Rhomboid    21 

No.  7.     Wallpoeket    22-23 

No.  8.     Card   Case    2'4 

No.  9.     Envelope    ". 25 

A3    Course 26-41 

No.  1.     Bookmark    28 

No.  2.     Triangular  Keytag   29 

No.  3.     Threadwinder      30 

No.  4.     Penwiper 31 

No.  5.     Easel    32-33 

No.  6.     Circular   Pietureframe 34-35 

No.  7.     Callendarmount    36 

No.  8.     Wallpoeket    38-39 

No.  9.     Toothpick  Holder    40-41 

B4  Course   42-57 

No.  1.     Open  Box    44-45 

No.  2.     Oblong  Basket 46-47 

No.  3.     Square  Toothpick  Holder 48-49 

No.  4.     Picture  Fram-e    50-51 

No.  5.     Covered   Box 52-53 

No.  6.     Picture  Frame    54-55 

No.  7.     Basket    56-57 

A4   Course    58-73 

No.  1.     Wallpoeket    60-61 

No.  2.     Matehsafe    62-63 

No.  3.     Tray    ;  .  .  64-65 

No.  4.     Cornucopia     66-67 

No.  5.     Hexagonal   Toothpick  Holder 68-69 

No.  6.     Hexagonal  Basket  70-71 

No.  7.     Bank   Cube    72-73 


84 


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The  author  is  indebted  to  merchnnts  of  the  city  for  sam- 
ples of  paper  herein  presented.  There  are,  of  course,  many 
other  cheaper  and  more  expensive  materials  that  may  be  used. 
The  aim  of  these  courses  is  to  make  the  work  consistently  in- 
expensive, constructive,  decorative  and  simple,  and  truthful 
and  generally  applicable.  Following  is  a  description  of  samples 
presented  below: 

First  Sample : 

Gunnned  or  ungummed  paper  for  decoration. 

Second  Sample: 

Ta,ul)oard  (folderboard),  22"x28",  150  lb. 

Third  Sample  (for  water  color  work)  : 
Kenmore,  Primrose  20"x25",  60  lb. 

Fourth  Sample: 

Ko.vtil  Melton  covor  20''x25",  70  lb. 
Fifth  Sample: 

Highlight,  cover,  20"x25",  65  lb. 

Sixth  Sample: 

Bristol  board  (folding),  22"x28",  120  lb. 

All  the  above  papers,  except  Kenmore,  can  be  procured  in 
similar  and  other  assorted  colors  in  small  quantities,  25  to  30 
cents  per  dozen.     Large  orders  at  lower  prices. 


JONES'    BOOK    STORE 


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